Transcript Highlights:

• You want a real partnership and you want a school to be a school. a real partnership and you want a school
• is currently there are a multitude of schools across our state, whether it be for a bachelor's program
• And finally, for the practical nursing programs, there are 19 of those schools that are below 30 percent
• Our schools, which are the private post-secondary schools, make up about 60% of the programs in the state
• How many schools do you want to have closed in the state of Florida, nursing programs, because of this

Summary: The Health Professions and Programs Subcommittee heard and advanced several health care bills. HB 909, joining the Occupational Therapy Licensure Compact, was presented with a strike-all amendment and reported favorably as amended by a 13-0 vote. HB 911, the related public records exemption protecting certain biological information, was also adopted and reported favorably as amended by a 14-0 vote. CS for HB 597, allowing schools to procure and administer glucagon for students with diabetes under trained personnel, passed unanimously 14-0 after a technical amendment. HB 519, aligning state law with federal language on controlled substances administered by paramedics, passed as amended 14-0. The committee then took up HB 919 on nursing education programs. Sponsor Rep. Overdorf argued the bill would create accountability for underperforming nursing schools by requiring remediation, tuition refunds in the lowest-performing programs, and public reporting of passage rates. Supporters said it would improve quality and protect students from debt without licensure success, while opponents from private nursing schools warned it could close programs and reduce nurse supply. After extensive debate, the bill was reported favorably 15-0. HB 1553, which would require health care providers to submit identified uterine fibroid data so the Department of Health can implement the research database previously authorized by law, passed unanimously 15-0. The final bill, HB 883, would allow psychiatric mental health nurse practitioners to practice autonomously; supporters said it would expand access to mental health care, especially in rural and underserved areas, while opponents raised concerns about quality and physician oversight. After lengthy testimony and debate, the bill was reported favorably 14-3.

Transcript Highlights:

• I was a school teacher for 20 years at middle school, high school English.
• I was a school teacher for 20 years at middle school, high school English.
• and<00:12:44.680> have middle school and high school and have middle school and high school
• > integrity schools and addresses program integrity schools and addresses program integrity and<00
• > years to graduate high school in four years to graduate high school in four years since<01:26

Keywords: 1183, house

Transcript Highlights:

• Because we have regional navigators in this program, what the schools need.
• This will really help jump-start that program, and I'm really pleased that under our Farm to School Program
• Program during the school year.
• The California Farm to School Program, releasing $85 million and providing 195 farm-to-school incubator
• Do not touch school meal programs. Do not touch the CalFresh program.

Summary: The joint oversight hearing focused on food insecurity in California and how state and federal nutrition programs, agricultural production, and food distribution systems intersect. Assemblymembers emphasized that many Californians, including farmworkers, seniors, children, and communities of color, remain food insecure despite California’s agricultural abundance. Panelists and members discussed CalFresh, WIC, school meals, Sun Bucks, food banks, and the impact of federal policy changes, including possible nutrition cuts, tariffs, and immigration enforcement, on access to food and the agricultural workforce. Secretary Karen Ross described CDFA programs aimed at improving access to fresh food and supporting local agriculture, including the senior farmers’ market program, California Nutrition Incentive Program, Healthy Refrigeration Grant Program, Community Food Hubs, Farm to School, urban agriculture, and a proposed tribal food sovereignty program. She said these efforts help connect local producers to consumers, expand healthy food access, and build infrastructure such as refrigeration, mobile markets, and aggregation hubs. Department of Social Services Deputy Director Alexis Fernandez Garcia outlined CalFresh, CFAP, Sun Bucks, CACFP, emergency food programs, and tribal nutrition assistance, noting that CalFresh and related programs significantly reduce poverty and food insecurity, but participation gaps remain for non-English speakers, some Asian American communities, and undocumented households. PPIC researcher Tess Thorman presented data showing that 13% of California households experienced food insecurity in 2023, with higher rates among households with children and Latino, Black, and other households. She said nutrition programs reduce poverty and food hardship, but federal rules, income thresholds, immigration restrictions, and high living costs limit their reach. Members asked about simplifying applications, improving call center access, increasing outreach in multiple languages, and adjusting benefits for inflation. Officials said the state has used available federal options to streamline enrollment, improve customer service, and target outreach, but many core rules and benefit levels are set federally. The second panel shifted to food production and market access. A farmer, a UC food systems leader, and a produce distributor described efforts to connect small and medium farms with food banks, schools, universities, and Medi-Cal food-as-medicine programs. They highlighted programs such as Farms Together, the USDA Southwest Regional Food Business Center, Farm to School, food hubs, and climate-smart infrastructure grants as ways to create stable markets for local growers while improving food access. Speakers also raised concerns about land tenure, consolidation, regulatory burdens, labor constraints, and the loss of federal funding, and members discussed whether state investments and Prop. 4 funds could help sustain and expand these efforts.

Transcript Highlights:

• One school, one program in isolation cannot address all of the systemic failures.
• When I started this work in 2009 at Ben Franklin High School in Baltimore, we only had 226 students.
• This was a high school, and we were losing 30 kids each year.
• programs, Clothing and eviction prevention support, enrollment in after-school programs, at the Y, tutoring
• school go on to enroll in and complete post-secondary programs at a greater rate.

Keywords: 995, all

Summary: The Joint Committee on Community Development and Small Business held its final hearing of the session on H. 5187 and S. 3022, the Enough Act, with Chair Andy Vargas and Senator Adam Gomez opening by thanking committee members and stakeholders for their work during the session. The bills were described as a grant-based, place-based anti-poverty initiative intended to support cradle-to-career services by funding local nonprofits, schools, community organizations, and backbone entities that can coordinate housing, education, health, workforce, and family supports in high-poverty neighborhoods. Testimony was overwhelmingly in support of the bills. Speakers including Strategies for Children, Chelsea Public Schools, Bunker Hill Community College, Senator Sal DiDomenico, Rep. Kate Lipper-Garabedian, Rep. Antonio Cabral, the Harlem Children’s Zone’s Kwame Owusu Kesse and Jeffrey Canada, former Education Secretary Paul Reville, AFT Massachusetts, United Way, the Boston Foundation, Give Black Alliance, Eastern Bank Foundation, and others argued that poverty is a systems issue that schools alone cannot solve. They emphasized the need for local control, community voice, coordinated services, and long-term public-private investment, often citing examples from Chelsea, New Bedford, Springfield, Lowell, Boston, and other communities, as well as the Harlem Children’s Zone and Maryland’s similar model. Committee members asked several questions about how the bill would function in practice, including what organizations would do on day one, how it would interact with existing efforts like community schools, McKinney-Vento, and the Student Opportunity Act, and how it would be sustained over time. Witnesses said the act would help create or strengthen backbone organizations, reduce duplication, align existing resources, and leverage philanthropy and future revenue sources for long-term sustainability. No vote was taken during the hearing, but multiple speakers urged the committee to report the bill favorably and quickly.

Transcript Highlights:

• , from middle to high school, and certainly from high school into postsecondary education or the adult
• ,<00:25:16.400> and school, from middle to high, and school, from middle to high, and certainly
• certainly from high school into certainly from high school into post-secary<00:25:19.200> education
• c><00:36:42.640> high<00:36:42.800> school high school algebra and high school high school
• So it's not limited to high school. It's not limited to middle school.

Keywords: Call to Order and Roll Call - 00:13 Approval of Minutes - 4:07 Kentucky Academic Standards for Reading and Writing - 5:18 Math Improvement Committee Report - 21:02 ETS Praxis Exam - 41:47 KDE Performance Review Data - 1:15:04 Adjournment - 1:57:54, 958, all

Summary: The committee heard a presentation from KDE on the revised Kentucky academic standards for reading and writing. KDE explained the statutory six-year review process, the public comment periods, and the main revisions, including updates tied to the science of reading, decodable text, encoding/decoding, and an updated vision statement. KDE said 308 responses were received on the initial public comment, most respondents favored keeping standards as-is, and about 12% of standards were revised. The department also said the document was streamlined by removing repeated graphics and reducing its size by about 24%, and that a later comment period drew more than 400 responses. No new standards were flagged for review. Members asked about alignment between standards, curriculum, assessments, and NAEP, and KDE said instructional resources should be aligned to standards, KSA assessments are aligned to the standards, and screeners/diagnostics help identify student needs. Representative Truett raised the idea of a textbook-to-standards crosswalk, and KDE said publishers and a future repository partner should provide such crosswalks for local districts. Representative Bojanowski asked why foundational reading skills are not directly assessed on the third-grade KSA; KDE responded that the assessment is designed to measure end-of-grade expectations, while screening and diagnostics are used earlier to identify decoding needs. Representative Gel asked about early childhood supports, and KDE said it is working with early learning and special education offices and promoting LETRS professional learning for both teachers and preschool educators. The committee then received the mathematics improvement committee report. KDE said the mathematics committee unanimously approved a new strategic plan for improving math achievement from pre-K through grade 20 and adult education. The plan centers on six priorities: student empowerment, effective mathematics teaching and learning, continuous educator development and growth, a continuum of learning, community and family partnerships, and teacher recruitment and retention. KDE said the plan is intended as a living document with goals, recommended actions, and evidence bases, and that it aligns with the Kentucky Numeracy Counts Act by supporting high-quality instructional resources, professional learning, and family resources. In response to Senator Thomas, KDE explained that the professional learning recommendation means districts should tailor teacher training to classroom needs and instructional materials so math teachers are better equipped to implement standards and support students.

Transcript Highlights:

• <00:24:12.240> School In 2020, when Black River High School closed, it had lost 45% of its
• school high school.
• high school, is now home to the Vermont Historical Society.
• > school<00:27:50.080> is which was previously the high school is which was previously
• high school graduation rate today their high school graduation rate is<00:34:35.280> higher<00

Keywords: 927, senate, all

Transcript Highlights:

• The CYBHI fee schedule program will provide a permanent source of funding to schools to not only sustain
• all of the other CYBHI programs and school-based services investments described above, but also to maintain
• through telehealth programs that are operated by other statewide providers that are supporting school-based
• We're also simultaneously shoring up the fee schedule program, working with school districts and county
• I think we just heard about this in the schools regarding the last issue where we put these amazing programs

Keywords: 988, house, all

Transcript Highlights:

• high school um were or not completed high school um were or equivalent<00:22:21.919> were<00:
• Last year, able to serve more than 100 public high school students across 14 schools, achieving a 98%
• Last year, able to serve more than 100 public high school students across 14 schools, achieving a 98%
• Last year, able to serve more than 100 public high school students across 14 schools, achieving a 98%
• Last year, able to serve more than 100 public high school students across 14 schools, achieving a 98%

Keywords: 912, senate, all

Summary: The joint Health, Human Services, and Higher Education hearing took up HB 441 HD2, a measure to increase cigarette taxes and dedicate the revenue to the University of Hawaii Cancer Center. The Department of Taxation said it had no substantive objection but requested an effective date of January 1, 2026 if tax rates change so it can order new stamps. The Department of Health, the Deputy Attorney General/tobacco enforcement, the University of Hawaii Cancer Center, the Hawaii Public Health Institute, the American Cancer Society, the Hawaii Medical Association, and several other health organizations and youth advocates supported the bill, arguing that higher cigarette prices reduce youth initiation, encourage cessation, and help fund cancer research and care. Several supporters asked for a larger increase, including at least $1 per pack, while opponents from retail, wholesale, and tobacco-related groups argued the tax would be regressive, burden low-income smokers, and drive sales to the illicit market. The Tax Foundation and other opponents also criticized reliance on sin taxes and said smoking rates are already at historic lows. After testimony and questions, members discussed how the revenue should be used and whether higher taxes change smoker behavior or push people toward vaping or other alternatives. The chairs announced they would pass HB 441 HD2 with amendments, replacing the contents with SB 528 SD1 except for changes reflecting the Department of Taxation’s request and a provision directing all proceeds from the tax increase to the Hawaii Cancer Center’s debt reduction, with an effective date of December 31, 2025. The House Health, Human Services, and Higher Education committees then voted to adopt the recommendation; the Health, Human Services committee vote was adopted with Chair and several members voting aye and one member voting no in the Higher Education committee vote. The hearing also briefly covered HB 1334 on meat donation, which drew support from the Department of Agriculture, Hawaii Farm Bureau, food industry, and community groups, though no action was taken in the excerpt. The committee then heard HB 1098 on crimes against protective services workers. The Honolulu Prosecutor’s Office and Honolulu Police Department supported the bill, saying assaults on protective services workers can have chilling effects and deserve stronger deterrence; a committee question raised whether the bill should instead be part of a broader, more proactive approach to assault statutes. The Department of Human Services also described safety steps such as panic buttons and phone apps for social workers. The excerpt ends before any final vote on HB 1098.

Transcript Highlights:

• those boundaries, which leads us then to our Green Dot bystander program in our high schools and communities
• And this is five years of data from every high school student that we've trained. 43% of high school
• school and high school in our region, both private and public?
• Right now we have five dedicated people in high schools and middle schools in our program.
• preschool all the way through high preschool all the way through high school<01:09:12.799> around

Keywords: 958, all

Summary: The subcommittee first heard from the Justice and Public Safety Cabinet’s Grants Management Division on federal victim-services funding. Staff described the main grant programs they administer, including STOP VAWA, VOCA victim assistance, sexual assault services, Byrne state crisis intervention, and Project Safe Neighborhoods. They emphasized that VOCA is especially volatile because it is funded by the federal Crime Victims Fund, which has declined sharply in recent years, reducing Kentucky’s available awards and forcing cuts to state, local, and nonprofit subgrants. They also outlined steps the cabinet has taken to stabilize funding, including changing the subaward formula, aligning the grant period with the state fiscal year, subawarding one year behind the federal cycle, and retaining a reserve. Members asked about how funds reach victims, how subgrantee amounts are determined, and requested a breakdown of grant recipients and amounts; staff said they would provide that information later. The committee then received a detailed presentation from the Department of Juvenile Justice on alternatives to detention. Commissioner Randy White and staff explained that ATDs are short-term, less restrictive placements for low-risk youth, including electronic monitoring, home supervision, group homes, foster care, private child care, community programs, mentoring, evening reporting centers, and in-home wraparound services. They described the referral and approval process involving court-designated workers, detention alternative coordinators, courts, and county attorneys, and said DJJ currently has 16 ATD-related contracts, with placements, programs, and electronic monitoring among them. They also reported that between July 1, 2024, and July 30, 2025, 1,652 juveniles were involved in the process, including 168 diversion cases. Members questioned the cost of juvenile detention versus adult incarceration, whether families pay for electronic monitoring, whether there is a national model for juvenile detention, and what alternatives exist for truancy and contempt cases. DJJ said families do not generally reimburse for electronic monitoring, there is no single national model, and day treatment centers are an important alternative for some youth. The department also said it builds daily routines and wellness education into its facilities, and that more than two-thirds of its programs are evidence-based. Officials said they currently monitor vendor performance through quarterly reviews and can end contracts for poor performance, but that data tracking is still largely manual. They said the new JCOM system, now in pilot in the eastern region, should improve reporting and help identify outcomes and recidivism more effectively.

Transcript Highlights:

• Uh we have in the house a team from Winston Churchill High School, where my own children went to school
• a team from Winston Churchill High a team from Winston Churchill High School<00:03:16.720> where
• <00:03:51.440> the<00:03:51.599> street High School from right down the street High
• uh Churchill High School varsity golf uh Churchill High School varsity golf uh golf<00:05:08.479
• And today prep middle and high school.

Keywords: Senate streaming session for Wednesday, February 25, 2026, 960, senate, all

Summary: The Maryland Senate opened with an invocation by Reverend Dorene Robinson of Weman Memorial AM Church in Baltimore, followed by a quorum call showing 41 members present. The chamber then spent much of the session recognizing guests and visitors, including members of Alpha Kappa Alpha Sorority, the Morgan State Choir, the Winston Churchill High School varsity golf team, the Elijah Cummings Youth Program, students from several schools, faith leaders, and other community guests. Several senators also introduced personal guests and offered birthday recognitions, including Mrs. Eliza May Robinson and the Secretary of the Senate. On the legislative side, Senate Bill 988 on judicial facilities, stops, detention, and arrest limitation rules was introduced and referred to the Rules Committee. Bond initiatives were also read and referred to the Capital Budget Subcommittee. The chamber took up Senate Bill 108 on wetlands enforcement, but the minority leader said members still had questions, and the bill was special ordered until Friday without objection. The Senate also adopted a congratulatory resolution honoring the Winston Churchill High School varsity golf team for winning the 2025 4A/3A Maryland State Golf Championship, including recognition of senior captain Zoe Kusak’s individual title. Another resolution congratulated Alpha Kappa Alpha Sorority, Incorporated, North Atlantic Region, for its advocacy and community service. The session ended after committee schedule announcements and a motion to adjourn until the next day, with the Senate agreeing to adjourn until Thursday, February 26 at 10 a.m.

Transcript Highlights:

• I also want to say that I'm a father of a sophomore in high school now, and I'm thinking about these
• and high school students from disadvantaged backgrounds with academic preparation, admissions, and financial
• to offer a four-year degree, but rather a program that is in high demand and high need.
• Deserts, we know that at least old data show that the difference between a high school degree and a college
• So when we look at the other UCs and their law school programs, whether it's Cal, UCLA, or Davis.

Keywords: 988, house, all

Transcript Highlights:

• And then you guys with your programs, if they're graduating from high school going through these programs
• With your programs, if they're graduating from high school, going through these programs, your programs
• This is purely two years of transition to help get them from where they started in high school to being
• This is purely two years of transition to help get them from where they started in high school to being
• But also, when you're in school and high school and stuff, the teacher won't help you transfer out of

Summary: The meeting focused on integrated employment and related services for people with intellectual and developmental disabilities, with testimony from several provider agencies and state officials. Robin Arder and Belinda Stevens of ThinkAbility described how their organization supports people through residential services and self-created businesses because community employers often are not ready to hire people with disabilities. They said rigid service rules, difficulty fitting individuals into existing job definitions, and reimbursement requirements can prevent person-centered employment supports. They also reported that, in their experience, employees had not lost benefits when work was coordinated carefully with Social Security and benefits management. Tina Hannah of South Central Industries described a broad business model that includes manufacturing, janitorial and highway contracts, state-use products, a food truck, and an entertainment trailer, along with an adult day program and residential services. She said the organization uses a temp-service style model to make employers more comfortable and noted barriers such as employer concerns about productivity, lack of awareness of tax credits and accessibility resources, and the need for consistent job coaches. Miranda Figueroa of A New Leaf said her agency is moving toward a more person-centered model, including a Transition Academy for young adults that combines independent living instruction, community college classes, internships, and follow-along support; she said the program has an 85% placement rate but is expensive and not eligible for traditional student aid because it is not accredited. She also cited barriers including dual diagnoses, workforce readiness, and low reimbursement rates. Angela Decker and Deborah Copeland of DRTC described their long-running enclave contracts and a new Community Skills and Connection program that uses interest-based cohorts, community exploration, and volunteer experiences to build skills and networks tied to employment. They said the agency is phasing out its 14(c) subminimum wage certificate by the end of the year and is trying to expand community-based opportunities. DRTC and other providers emphasized the need to blend DDS and DRS services more effectively, reduce restrictive rules such as line-of-sight requirements, and better support people in congregate living settings. DRS representatives said the agency does provide school-based transition services, employer accommodations, and job carving support, and noted federal reporting requirements tied to wage outcomes. Members also discussed safety concerns, employer education, data collection, ABLE accounts, and the role of schools in preparing students for work and community life. The co-chairs proposed organizing the task force into three working groups: in-school/transition services, program support and service blending, and community integration/employer engagement. No votes were taken, and the meeting ended with plans for further working-group discussion and follow-up on data and policy ideas.

Transcript Highlights:

• > performance of our high school students performance of our high school students in<00:35:57.400>
• He said this has been a very, very, very successful program, with students in high school having the
• at the high school level.
• More students are getting involved in this type of program at the high school level, and once they take
• school and selected programming at schools.

Keywords: 928, house, all

Summary: The Education Funding Committee met in executive session and first took up HB 193, which limits the maximum credits per course eligible for the Dual and Concurrent Enrollment Program. Representative Ladd said the bill clarifies that eligible courses may not exceed four credits and was requested by the community college system. Representative Earth offered an amendment to make the bill effective on passage, which the committee adopted 18-0. The committee then approved HB 193 as amended by an 18-0 OTPA vote and placed it on the consent calendar. The committee next retained HB 295, concerning School Building Aid program funds, after Representative Spillsbury said the building aid bills were complex and needed more work. The motion to retain passed 18-0, with the chair explaining that retained bills can be revisited later and that related language could be moved among building aid bills. HB 354 was not acted on because the chair said the Department of Education and others had suggested possible changes that should be worked out first. HB 366, another school building aid bill, was also retained 18-0 for the same reasons as HB 295. The committee then considered HB 494, which funds the math learning communities program. Representative Earth offered an amendment to flat-fund the program, reducing the proposed increase by a net $50,000 and keeping funding at current levels for the biennium. After discussion about budget pressures and the program’s role in supporting math instruction and professional development, the amendment passed 18-0, and the bill as amended was approved 18-0 and placed on consent. Finally, the committee took up HB 515, which would repeal charter public school eligibility for state school building aid. Representative Popovici-Muller moved inexpedient to legislate, arguing charter schools should not be treated differently from other public schools, while Representatives Luno and Damon opposed the motion, saying charter schools differ in governance and financial risk and should not receive limited state building aid. The motion failed 10-8, so HB 515 was sent to the regular calendar. The committee assigned Representative Damon to the minority report and Representative Popovici-Muller to the majority report, with a noon deadline the next day. The committee then began HB 716, an appropriation for the dual and concurrent enrollment program. Representative Ladd described the program as a successful affordability measure that saves families money and supports college access. Representative Earth offered an amendment to flat-fund the program at current levels, reducing the proposed increase by $500,000 in each year of the biennium. Shannon Reed of the Community College System said the change could limit enrollment or the number of funded courses, though students could still take additional courses at their own expense. Representative Ladd explained the program’s tuition structure and said the funding would help meet demand; the transcript cuts off before the final vote on HB 716.

Transcript Highlights:

• I drank raw milk until I got out of high school and my dad sold the cows. So thank you.
• I drank raw milk until I got out of high school and my dad sold the cows. So thank you.
• And Rich Hillman and I actually played basketball against each other in high school.
• It's becoming more of a digital and a virtual school over to Southwest to do this ag program with UAPB
• At the high school, and he's my constituent, so I'm asking on his behalf.

Keywords: 1204, all

Summary: The committee first approved the minutes from its October 27 meeting and then heard testimony on the economic and practical effects of Arkansas’s raw milk law, Act 698. Clinton Ballard of Milk and Honey Hill Farm said the law allowed his family farm to expand from 8 to 12 cows, serve about 150 families, add retail sales of raw cheese, and increase annual sales by roughly $50,000. He argued that raw milk production supports small farms, improves food security by keeping milk production in-state, and should be paired with optional state inspection and certification so producers could access USDA grants and other value-added opportunities. Committee members asked about herd management, safety practices, labeling, consumer education, and whether a voluntary inspection system could be created without leading to more regulation. Ballard said his farm follows sanitary practices, chills milk quickly, uses educational materials for customers, and has not had any reported illnesses among customers. Members also discussed broader concerns about raw milk safety, including E. coli, sick animals, and whether state agencies should provide more guidance or training. Several lawmakers expressed support for consumer choice and for small producers, while others emphasized the need for clear standards and accountability. The discussion also touched on the decline of commercial dairies in Arkansas, the role of the health department, and whether state certification would be limited to in-state sales. The committee then heard a lengthy presentation from Terence Bolden of TLB Enterprises on hydroponic and container-based agriculture as a response to food insecurity and workforce needs. Bolden described retrofitted shipping containers that can grow produce year-round with low water use, and said the model could be paired with career and technical education, drones, robotics, and agribusiness training in schools and communities. He said pilot projects are underway or planned with the Little Rock School District, Southwest High School, UAPB, and other partners, and estimated that five regional hubs could have significant economic impact while creating jobs and reducing food deserts. Members asked about target communities, costs, energy needs, crop types, and how the model would work in rural areas; Bolden said the approach is a public-private partnership intended to support local farmers, schools, and community food access. No votes were taken on Bolden’s proposal, and the meeting adjourned after questions concluded.

Transcript Highlights:

• I am a high school teacher at the San Joaquin County Office of Education and strong support.
• of the School Nurse Credential Program at Sac State.
• When we passed SB 1266 in 2014, we led the nation creating a school-based program.
• There are conflicting references to relevant grades, primary, secondary, junior high school, high school
• Tanya Halverson California Virtual Academy's high school teacher oppose.

Keywords: 988, house, all

Transcript Highlights:

• Time Programming.
• The previous Iteration of the program didn't do that, so we threw it out and we wrote a program that
• Additionally, more than 12,000 individuals have completed their high school equivalency.
• New Mexicans are able to work towards a high school equivalency credential while also gaining the knowledge
• They run a great program called QCAMP where they teach high school teachers how to teach high school

Keywords: 996, all

Transcript Highlights:

• And other school districts just happen to have very high numbers of special education kids.
• And other school districts just happen to have very high numbers of special education kids.
• And other school districts just happen to have very high numbers of special education kids.
• many students you really need in a high many students you really need in a high school<01:20:47.120
• These high schools academic standards.

Keywords: 928, house, all

Summary: The Education Funding Committee Subcommittee on Adequacy and Funding Sources opened its second meeting by reviewing four retained bills assigned to it: HB 651, HB 772, HB 491, and HB 734. The chair said the goal was to compare the bills across the board, consider whether any one of them should be the committee’s recommended vehicle, and then vote on a recommendation to the full committee. He noted the bills would move out before November 21 and be taken up on the House floor in January, while related LSRs were also being developed for the coming session. Representative Ames argued that HB 651 should be the main vehicle because it would substantially raise the adequacy base and adjust differential aid categories to better reflect real school costs, including poverty, special education, and English learner needs. He described the bill as building on court guidance and said the current funding formula is far below actual district needs. He also supported HB 491 as a study vehicle to examine revenue options, saying the legislature needs informed choices about how to pay for the changes. Representative Damon strongly backed HB 651 and HB 491, citing constitutional obligations, the Conval and Rand rulings, and large projected funding increases for districts such as Claremont, Windham, and communities in the chair’s district if HB 651 had passed earlier. Representative Fellows said he has an LSR similar to HB 491 that would study existing and new revenue options using criteria such as revenue potential, administrative cost, affected groups, implementation timeline, and implementation cost, with input from revenue administration and outside agencies. Representative Papich Muller emphasized constitutional separation-of-powers concerns, reading Article 83 and saying he was not comfortable with the broad claim that “cherish” clearly mandates a specific spending level, though he said he intends to follow Supreme Court guidance. Representative Ricky read testimony from a local school board member arguing that the state already imposes many mandates on schools while providing the least funding in the country, and that HB 651 would help restore meaningful local control. No final vote or action was taken in the portion provided, though the chair had indicated the subcommittee would vote before adjournment.

Transcript Highlights:

• manager for the school meal programs. manager for the school meal programs.
• School Lunch Program. In 2425, nearly 75 School Lunch Program.
• meals. the school breakfast program, 47 meals. the school breakfast program, 47 million<00:19:01.840>
• in the National School Lunch or School Breakfast Program.
• high school, she had that half credit. high school, she had that half credit.

Keywords: 958, all

Summary: The task force met with a quorum, approved the minutes from the August 20 meeting, and then heard testimony from Representative Steven Doan on House Bill 439, a school nutrition bill aimed at restricting certain ultra-processed foods in schools. Doan said the bill was inspired by his own health journey and his work in agriculture, and he described the measure as targeting specific chemical additives in foods served during the school day, not concession sales or after-hours activities. He said the bill would phase in later to give schools time to adjust and noted that the list of restricted additives was drawn from efforts in other states and advocacy groups. Members asked about the chemical abstract numbers, fiscal impact, summer meal programs, fundraisers, and whether the bill would affect parent-provided items; Doan said he had not done a fiscal note and explained that the bill was intended to apply only during instructional time on school property. Committee members generally reacted favorably, with some raising practical concerns about cost and implementation. One member asked about high fructose corn syrup, which Doan said was not included because it is too pervasive in the food system. Another member noted that schools already limit some homemade items and asked about the line between school-provided and parent-provided food. Doan also said the list was based in part on Turning Point USA materials and similar laws in other states, and he referenced federal efforts to define ultra-processed foods. The committee then heard from Kentucky Department of Education officials Matt Ross, Lauren Moore, and Katie Embry on school meals and nutrition programs. They outlined Kentucky’s school lunch, breakfast, summer meals, and other USDA child nutrition programs, including participation and reimbursement figures, and explained how community eligibility provision schools, meal patterns, offer-versus-serve, smart snacks, and local wellness policies work. They said USDA and FDA are currently seeking public input on a uniform definition of ultra-processed foods, that there are no current USDA requirements specifically on ultra-processed foods, and that schools already operate under federal and state rules governing competitive foods, including a state time restriction on smart snacks. They also discussed local purchasing, noting its benefits but also the procurement and staffing challenges schools face. No votes or final actions on the bill were taken in the portion provided.

Transcript Highlights:

• Our high school students should have access to pathways and programs that provide firsthand experiences
• in high schools across the state.
• programs in high schools<00:02:30.319> across<00:02:30.640> the<00:02:30.800> state
• <00:02:48.480> school and fabrication skills for high school and fabrication skills for high
• c> to<00:57:23.040> I of our six high schools and talked to I of our six high schools and

Keywords: 958, all

Summary: The committee first heard House Bill 44, sponsored by Representative Chris Lewis, which would create a robotics program trust fund and a robotics funding selection committee through the Kentucky Department of Education. Supporters, including Kentucky First Robotics executive director Kelly Gowen and students from Whitfield Academy, said the bill would expand hands-on robotics education in high schools, connect students to manufacturing and engineering careers, and help meet workforce needs. The proposal would fund grants for coach stipends, competition fees, kits, supplies, and related expenses, and Lewis requested a one-time $500,000 appropriation along with private contributions from manufacturers. The students demonstrated their robot and described how robotics programs teach coding, design, manufacturing, and competition skills. The committee took no questions and approved HB 44 with a favorable expression of opinion for passage on the House floor. The committee then considered House Bill 253, sponsored by Representative James Tipton, which would phase out the use of three-cueing reading instruction and require greater alignment with the science of reading. Tipton said the bill builds on the 2022 Read to Succeed law and would prohibit three cueing in public schools by the 2029-2030 school year, while also barring public university teacher prep programs from teaching it beginning in 2027-2028. He and Kentucky Department of Education officials said the bill is intended to shift instruction toward phonemic awareness, phonics, vocabulary, fluency, and comprehension, and to expand professional learning for teachers through LETRS and other options. KDE testified that enforcement would focus on support rather than punishment, using literacy coaches, regional support staff, and MTSS specialists to help districts transition. Members discussed the bill’s delayed implementation, the evidence against three cueing, and whether reading recovery should be excluded from approved interventions. Supporters cited studies and brain research they said show three cueing can hurt later reading performance, while several members emphasized the need for teacher flexibility and support. Representative Jackson noted Kentucky’s 2025 NAEP third-grade reading ranking of fourth in the nation as evidence that current efforts are helping. Representative Truett and others raised concerns about how the bill would affect classroom practice and intervention strategies, and Tipton and KDE said the goal is to align instruction with evidence-based methods rather than punish educators. The transcript ends during continued discussion of reading recovery and related instructional approaches, with no final vote on HB 253 shown in the excerpt.

Transcript Highlights:

• That's the Manzano High School area, if you know Albuquerque.
• Do you get high school...?
• Do you have high school students that continue if they are in ROTC in high school, and then they get
• These programs, they don't have them anymore; they stopped them last year at the high school level.
• can accomplish while they're in high school.